This document discusses project-based learning (PBL) in online environments. It emphasizes creating learner autonomy through scaffolding, interactive tools, and authentic assessments. Constructivist practices like PBL combined with learner-centered pedagogies (LCPs) provide best practices for online teaching. Tools and strategies discussed support collaboration, participation, and developing 21st century skills through student-centered projects.

1. Project Based Learning: Virtually AuthenticDr. Kerry Rice, Boise State UniversityBarbara Frey, Connections Academy

2. AgendaIntroductionsThe “Teacher” in Online TeachingConstructivist practices in a digital ageLCP’s + PBL = Best PracticeLesson Development

3. The “TEACHER” in Online Teaching

4. How are constructivist practices translated to the online environment?

5. From Theory to Practice

6. Learner Autonomy Virtual Learning Scaffolding ModelLearner AutonomyLearner AutonomyStudent-centeredEngagingConstruct active learningSupports learning through varied instructional tools and strategies

7. Technology

8. Learning Portals

9. Communication Tools

10. Writing and Reflection Tools

11. Collaboration Tools

12. Web-Based Multimedia Tools

13. Networking Tools

14. Instructional Teaching Aids

18. Tool-Centered vs. Learner-Centered

19. LCP’sPBLBestPractice21st Century Skills

20. Active ParticipationCollaboration and Community BuildingLearner AutonomyAuthentic Assessment21st Century Skills

21. The ability and motivation to take responsibilityfor one's own learning.Learner AutonomySupported through:Scaffolding and careful guidance Instructional learning aids Modeling and promptingCoaching strategiesReflective thinking and problem solving

22. Learner AutonomyInteractive SimulationsLearner AutonomyJohn Travoltage web-based simulation at Phet

23. Interactive Learning AidsLearner Autonomy

24. Learner AutonomyMultimediaLearner Autonomy

25. Learner AutonomyNegotiated Inputs and OutcomesLearner Autonomy

26. Learner AutonomyReflectionLearner Autonomy

27. Collaboration and Community BuildingStrong feelings of community have been shown to promote a greater sense of well-being among learners as well as increases in engagement, cooperation, commitment to group goals, information flow, and satisfaction in group interactions.Supported through:Authentic projects and assessmentsRole assignmentsTeamworkPeer reviewStrategies to structure activities (consensus building, Tuning Protocol, Fishbowl Method)

29. Collaboration and Community BuildingCollaborative Resources

30. Collaboration and Community BuildingCollaborative Spaces

31. Collaboration and Community BuildingOnline Instructional SpacesRole PlayThink-Pair-Share by assigning email pals or “web-buddies”Modify fishbowl by dividing the class into 2 groups, allowing group 1 to contribute the first half of the week and group 2 to contribute the second half. Writing Roulette – each learner adds to expanding class storyClass voting and pollingDebateConsensus buildingStudent generated discussion questionsPeer review

32. Collaboration and Community BuildingOnline Social SpacesVirtual IcebreakersShare favorite Websites“Student lounge”, “Recess”Question Cafe PLC’shttp://teacherstream.org

33. Global Spaces

34. Multiplayer Gaming

35. Active ParticipationInteractions within the learning community as well as engagement with the content being studied.Supported through:Authentic, collaborative, inquiry-based projectsNegotiated learning outcomes Active research in the fieldPartnerships with the outside community

36. Active ParticipationRole AssignmentDiscussion leaderResource providerTech supportClass Twitter contributionRole play games

37. Active ParticipationChoice

38. Active ParticipationReal-Time CommunicationLive presentations and lecturesGuest speakersOne-on-one tutorials and mentoringGroup discussions and activitiesInformal chat sessionsQuestion and answer sessionsAdobe Connect

39. Active ParticipationStructured Learning Paths

40. Instructional environments that promote a process rather than an end product necessitate the development of assessments that are progressive rather than summative. Authentic AssessmentSupported through:Timely and consistent instructor and peer feedbackReflectionAuthentic purposeDissemination to “real-world” audiences

41. Written assignments Participation in online discussionsPublication of student work /presentationsOnline quizzes and questionsExperiential activities, such as role-playCollaborative assignment work DebatesPortfoliosReviewsOnline Exams (open-book; structured; timedJournals and reflectionComplete a simulation or win a gameAuthentic Assessment

42. Make it VisibleAuthentic Assessment“I started making this website because I had the Idea of instead of just doing a project paper for my class I could spread my information around the continents...”

43. Make it MeaningfulAuthentic AssessmentCell Phone Extravaganzahttp://www.mathalicious.com/?p=1694Warranty For Youhttp://www.mathalicious.com/?p=1547

44. 21st Century SkillsA major challenge facing educators in the 21st century "is how to design our educational system... in order to produce graduates who are better prepared to take up jobs in a knowledge-based environment characterized by a pervasive use of information communications technology" (Bodomo 2006, ¶1)Communication and collaboration

45. Flexibility and adaptability

46. Initiative and self-direction

47. Leadership and responsibility

48. Productivity and accountabilityGlobal awarenessDigital, information, media and social literacyFinancial, business and economical literacyCreativityCritical thinking and problem solving

49. Active ParticipationCollaboration and Community BuildingLearner AutonomyAuthentic Assessment21st Century Skills

50. Map It Project ExampleMath and GeographyHands-onReal-time communicationLiveLesson®activities focus on the student’s immediate environment using functions such as: chat interactive whiteboard, voice over IPPollingDelayed-time activitiesWord processing, presentation software, email and message boards complete a chart or study guideread a book write in their math journalPost in the message board46

51. Map It Lesson Chart

53. Collaboration and Community Building Message Board ResponsesMessage Boards > Colorado CA Schoolhouse > Teacher Message Boards:How Big is a Foot?2/21/2006 5:57 PM Sandra Reply • Quote • Edit • 1. The guy that made it had small feet. The King had large feet. 2. Because they didn't measure with the King's feet.3. They used a mold of the King's foot.4. 12"5. A ruler. Alex 5/2/2006 3:01 PM Ryan Reply • Quote • Edit • 1. The apprentice's feet were too small.2. They didn't have a yardstick.3. They made a copy of the king's foot.4. It was about one foot. It was about a foot on the yardstick picture.5. They use a yardstick. Ryan5/2/2006 3:05 PM Ethan Reply • Quote • Edit • 1. The apprentice's feet were smaller than the king's feet.2. They didn't have any standard units of measuring.3. When the apprentice realized that the king's feet were bigger than his, a sculptor got a marble copy of the king's foot for the apprentice to use.4. It was obviously a foot. That's where they got the standard unit of measure, the foot.5. They use units of measuring such as yards, inches, and feet. Ethan

54. Sample Benchmark ProjectsAuthentic Assessment

55. 51

57. Reducing our Carbon Footprint Lesson Chart